Back to basics: Incomplete knowledge of Differential Object Marking in Spanish heritage speakers*

By S. Montrul, Melissa A. Bowles. Bilingualism: Language and Cognition, 2009

195 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/6a35917dad4129d538eb732fc085d15a5f4d96df

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Early language experience facilitates the processing of gender agreement in Spanish heritage speakers* (2013, unknown): “…2008), command of inflectional morphology and complex syntax (Albirini, Benmamoun & Saddah, 2011; Bolonyai, 2007; Montrul, 2002, 2004a, 2007, 2009; Montrul & Bowles, 2009; O’Grady, Kwak, Lee & Lee, 2011; O’Grady, Lee & Choo, 2001; Polinsky, 2011; Rothman, 2007), semantics (Montrul & Ionin, 2010),…”
Is the heritage language like a second language (2012, background): “Montrul & Bowles (2009) showed that two groups of Spanish heritage speakers with low to advanced proficiency displayed unstable knowledge of differential object marking (apersonal) and dative case marking with psychological verbs like gustar in written production and in written grammaticality…”
MORPHOLOGICAL ERRORS IN SPANISH SECOND LANGUAGE LEARNERS AND HERITAGE SPEAKERS (2011, background): “Finally, Montrul and Bowles ( 2009 ) showed that adult Spanish heritage speakers omit the preposition a of dative experiencers with gustar-type verbs (* Juan le gusta la música “Juan likes music”) as well as with animate direct objects (* Juan vio María “Juan saw Maria”).”
How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order (2009, background): “…(L2) to the weaker language (L1) is also very common and frequent in heritage speakers, and may often have a deterministic role in the patterns of incompleteness and fossilization attested in heritage language grammars (Kim, Montrul, & Yoon, in press; Montrul, 2004a; Montrul & Bowles, 2009).”
Differential Object Marking in Child and Adult Spanish Heritage Speakers (2013, methodology): “Montrul & Bowles (2009) investigated further the extent of incomplete acquisition of DOM in adult heritage speakers in oral production and a written acceptability judgment task.”
Current Issues in Heritage Language Acquisition (2010, background): “A recent study by Montrul and Bowles (2009) found that Spanish heritage speakers omit the preposition “a” required with animate direct objects in Spanish and wanted to find out whether explicit instruction with feedback would help heritage language learners notice this gap in their linguistic…”